few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Know that there are numbers that are not rational, and approximate them by rational numbers.

Reason quantitatively and use units to solve problems.

Use complex numbers in polynomial identities and equations.

Apply and extend previous understandings of numbers to the system of rational numbers.

Extend the properties of exponents to rational exponents.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Use properties of rational and irrational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Perform arithmetic operations with complex numbers.

Perform operations on matrices and use matrices in applications.

Represent complex numbers and their operations on the complex plane.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Represent and model with vector quantities.

Perform operations on vectors.
problem_activity: Activity
In the previous activity, students found that negative real numbers have two imaginary square roots. In future lessons, students will use the quadratic formula to find complex solutions, which involves interpreting expressions like
\(\sqrt{\text-36}\)
. In this activity, students learn and apply the convention that for any positive real number
\(a\)
,
\(\sqrt{\text-a}=i\sqrt{a}\)
.
Launch
Explain to students that sometimes negative numbers end up inside of the square root symbol as a result of the steps used to solve equations. In the previous activity, we saw that negative numbers have two square roots, one on the positive imaginary axis, and one on the negative imaginary axis. By convention, the
\(\sqrt{}\)
symbol with a negative number inside refers to the square root on the positive imaginary axis. For example,
\(\sqrt{\text-4}=2i\)
.
Student Facing
Write these imaginary numbers using the number
\(i\)
.
\(\sqrt{\text- 36}\)
\(\sqrt{\text- 10}\)
\(\text- \sqrt{\text- 100}\)
\(\text- \sqrt{\text- 17}\)
Student Response
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Anticipated Misconceptions
Students may need to work through some intermediate steps in order to express the square roots in terms of
\(i\)
. For example, students could break a square root apart like this:
\(\sqrt{\text-36} = \sqrt{\text-1}\boldcdot \sqrt{36} = i \boldcdot 6 = 6i\)
.
Activity Synthesis
Select students to share their responses and encourage students to show that their answers make sense by squaring. Mention that for answers that involve
\(i\)
multiplied by a radical, it is customary to write the
\(i\)
first so it doesn’t look like it might be part of the radicand. For example,
\(\sqrt{\text-15}\)
is usually written as
\(i\sqrt{15}\)
rather than
\(\sqrt{15}i\)
.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as: “First, I _____ because . . .”, “I noticed _____ so I . . .”, “Why did you . . .?”, “I agree/disagree because . . . .”
Supports accessibility for: Language; Social-emotional skills


correct_option_index: 8